Multiples madness (fives)
Stage 2 – a thinking mathematically context for practise, focused on deepening understanding of factors and multiples of five.
Syllabus
Syllabus outcomes and content descriptors from Mathematics K–10 Syllabus (2022) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.
Outcomes
- MAO-WM-01
- MA2-MR-01
- MA2-MR-02
Collect resources
You will need:
- 2 markers/pencils
- 5 counters each
- multiples madness fives gameboard (PDF 401 KB)
- paperclip
- zero-9 spinner (PDF 204 KB)
- a pen.
Multiples madness
Watch Multiples madness video (6:51).
Michelle
Ok, welcome back mathematicians and welcome back Barbara.
[Screen shows a 0-9 spinner and paperclip, 10 counters 5 red and 5 green, a gameboard which is a square 5 vertical lines and 5 horizontal lines, creating 25 smaller squares.
In the top row across there is a number written in each square, 45, 5, 10, 15 and 40.
The second row is, 25, 5, 40, 35 and 15.
The third row is 20, 25, 0, 20 and 25.
The fourth row is, 10, 30, 35, 45 and 5.
And the fifth row is, 0, 20, 15, 30 and 10.
And underneath players record card. With 2 player details each. Top row has Player 1 and Player 2, and the next line has columns which have headings, rolled, number sentence and covered under player one and the other side has the same for player 2.]
Barbara
Hi Michelle, it's nice to see you.
Michelle
It's battle number seven million, five hundred and twenty two about to commence.
And this time I'm hoping to beat you.
You see Multiples madness.
Barbara
Ok.
Michelle
So, this is how we play.
I'll allow you to start.
Barbara
That’s very kind, thank you.
Michelle
You're welcome, we only get 5 counters each, so this time you can be representative for red and I'll be representative for green for go.
Barbara
And red for, I'm going to stop you.
Michelle
Red for stop.
And so, spin the spinner.
Barbara
Oops, there we go.
[Barbara uses a pencil to put in the end of the paperclip which she then puts in the middle of the 0-9 spinner. She then flicks the paperclip to make it spin, and she spins the number one.]
Ok, one.
Michelle
So, you get one, fives, or 5 ones as your go.
Barbara
Ok.
Michelle
So, what is 5 times 1 or 1 times 5?
Barbara
Ah, 5.
Michelle
Ok.
So, I record it for you.
So, you got one and that's 1 times 5 which is 5 and then you have to cover 5 on the game board using one of your counters.
[Michelle writes on the record card for player 1, 1 for rolled and 1 times 5 for the number sentence and 5 for covered.
Barbara puts a red counter on the number 5 in the fourth row, far right.]
Ok.
Michelle
Uhm, and you'll notice that fives in different places, so you could use any of those.
Ok, how do I win? What do I do?
Michelle
Three in a row.
Barbara
Oh ok.
Michelle
The first person to get 3 in a row.
Barbara
So, I need to be clever about where I put it.
Michelle
Yes, ok.
Ok, it's my turn.
Barbara
There you go.
Michelle
Would you mind passing me the spinner?
Barbara
Sure, there you go.
[Barbara passes the 0-9 spinner to Michelle]
Michelle
Thank you.
[Michelle uses a pencil to put in the end of the paperclip which she then puts in the middle of the 0-9 spinner. She then flicks the paperclip to make it spin, and she spins the number 6.]
I got a 6.
So, 6, fives is 30.
It's a number fact I know, but I could check by going 5, 10, 15, 20, 25, 30.
So, you would write that I rolled a 6, and then 6 X 5 or 6, fives.
Barbara
Yep, what would you like me to write?
Michelle
Six, fives, I like that better. I feel like it means more.
Barbara
Yeah, 'cause it's like they're in groups of 5 and there are 6 of them.
Michelle
You have 6, fives and I covered thirty in total.
And I'm going to choose this thirty because I think it's the only one there.
Oh no, there's one there as well.
[Barbra writes on the record card for player 2, 6 for rolled and 6 fives for the number sentence and 30 for covered.
Michelle puts a green counter on the number 30 in the fourth row in the second square.]
Barbara
So now I have to be clever.
If I get a 45 I would, oh no, I could still go for this one.
Michelle
Yeah.
Barbara
Yeah.
Michelle
Ok, your go.
Barbara
I'll spin this way.
One, again.
[Michelle writes on the record card for player 1, 1 for rolled and 1 five for the number sentence and 5 for covered.
Michelle
Which is?
Barbara
Which is 5. Ok.
But I don't have any that are lined up with this one, so I guess I'll just put it here.
[Barbara puts a red counter on the number 5 in the second row in the second square.]
Michelle
Ok, my turn.
Thank you.
And 3 and so 3, fives is 15. That's a number fact, I know, but if I didn't know, I could use that skip counting again.
So, 5, 10, 15.
[Barbara writes on the record card for player 2, 3 for rolled and 3 fives for the number sentence and 15 for covered.]
And I am going to go here.
[Michelle puts a green counter on the number 15 bottom row third across.]
Because that's too far away, I think.
[Michelle points to the number 15 in row 1]
Barbara
Oh OK.
Michelle
If I get a 4 it could be game over already.
Barbara
Alright.
Michelle
It could be the fastest victory in history.
Barbara
That would.
Michelle
Unless you get a 4 and you block me.
Barbara
Yeah, ok, so I want a 4 or I actually just want something that goes next to my like fives.
Ok, let’s see.
Zero.
Michelle
So, you rolled a zero and you have zero fives which means…
[Michelle writes on the record card for player 1, zero for rolled and zero fives for the number sentence and zero for covered.
Barbara
I have got nothing, so zero. But that’s ok.
Michelle
Cause there is a spot for zero.
Barbara
There is a spot for zero, but it doesn't actually really fit in very well.
Oh, no, this one does. Ok
[Barbara puts a red counter on the zero in the third row in the third square across.]
Michelle
Ok. My turn.
Barbara
You know what's good about this game?
They often, you know in a lot of games when you roll a really low number or you spin a really low number, you can't go or it doesn't, whereas this game it doesn't really matter.
Michelle
That's true.
I didn't get a 4 but I got a 3.
So, 3, fives is 15 and I know that.
So, my only other option for fifteen is up here for now.
[Michelle puts a green counter on the number 15 in the top row in the fourth square.]
Barbara
Would you like me to write it 3, fives or another way?
Michelle
Do 3 times 5 this time using symbols.
But it's the same.
Barbara
Ok, my turn, alright.
So now what do I want?
I want 45.
So, I want.
Michelle
Oh, yeah you do too.
And you've got 2 choices.
Look 45 and 45.
[Michelle points to the number 45 in the fourth row, fourth square across and the first row in the first square across].
Barbara
I know I could double win.
Michelle
Oh, and if you got 35, you'd be so close.
Barbara
Oh, Ok.
Michelle
Ok, your go.
Barbara
Right.
Eight, Ok so.
I've got eight, fives.
Michelle
Yes.
Barbara
So, I know 4, fives is 20.
Michelle
Yes.
Barbara
So then double that, is 40.
Michelle
Yep, I agree with you.
Barbara
I'll put that there.
[Barbara puts a red counter on the number 40 in the second row in the third square across.]
Barbara
So that's actually a pretty good spot.
[Michelle writes on the record card for player 1, 8 for rolled and 8 fives for the number sentence and 40 for covered.]
Michelle
So, 8, 8, fives is 40.
Ok, that's very close.
May I please have the, thank you.
Barbara
Spinning pencil.
Michelle
The spinning pencil of doom?
Five, oh, I like this, 5 fives are 25.
I just actually really like that 'cause it sounds nice 5, fives are 25.
Barbara
I like how it looks when you imagine it.
Michelle
Oh yeah ‘cause it’s a square.
I love square numbers like 16.
Um, and now I need to decide whether I go here, or here.
[Michelle points to the first square in the second row and the second square in the third row.]
But here's more useful for me so I'm gonna go there.
[Michelle puts a green counter on the number 25 in the third row in the second square.]
Barbara
Ok. It is more useful for you but in that one you kind of blocked me a little bit, so.
[Barbara writes on the record card for player 2, 5 for rolled and 5 fives for the number sentence and 55 for covered.]
Michelle
I know.
Barbara
It depends whether you're playing offense or defence.
Michelle
Well, I'm probably not playing either.
Barbara
Oh, hold on it was 5, wasn't it?
Michelle
Five, fives yep.
Barbara
Five, fives.
Michelle
Nice revising.
Ok, your go.
Barbara
You're paying attention.
Oh, we're going to run out of counters, so then we are going to have to make some choices, right?
Michelle
Yep, then you have to move one.
Barbara
Yes.
Yes.
Ok, now 9, fives.
Michelle
Don't put that tone on because you’ve won.
Barbara
Oh well, I need to explain my thinking.
So, I know that 5, tens is 50.
Michelle
Yes.
Barbara
Um, so that 5, tens is also 50.
So then if I take one of those fives away, I'll have 45.
[Michelle writes on the record card for player 1, 9 for rolled and 9 fives for the number sentence and 45 for covered.]
Michelle
Yes.
And you have actually got multiple choices for victory.
You could have victory in the top left corner.
[Michelle points to number 45 in the first square in the first row being the top left corner, then points to the number 45 in the fourth row in the fourth square across.
Barbara puts a red counter on the number 45 in the first row first square and then moves another counter from the number 5 in the fourth row, fifth square to the fourth row, fourth square to cover over the number 45.]
Barbara
Can I even move that one over there and get double?
Oh look.
I got a connect 4.
Ok, I'll settle for just 3 in a row.
Michelle
Congratulations.
Barbara
That’s a great game.
Michelle
It's a very heartfelt congratulations.
Yeah, it is a great game, and we actually have a version of this that you can play using
twos.
[Screen shows a gameboard which is a 5 x 5 square, creating 25 smaller squares.
In the top row across there is a number written in each, 2, 0, 12, 4 and 14.
The second row is, 10, 12, 6, 16 and 4.
The third row is 16, 6, 18, 0 and 10.
The fourth row is, 4, 10, 8, 18, and 16.
And the fifth row is, 14, 18, 12, 8 and 6.
Underneath the gameboard is a players recording sheet. Heading row has Student 1 and Student 2, and the sub-heading row has columns which have the headings, ‘Rolled’, ‘Number sentence’ and ‘Covered’.]
So, you can work on understanding multiples of 2 and also tens.
[Screen shows a gameboard which is a 5 x 5 square, creating 25 smaller squares.
In the top row across there is a number written in each, 0, 10, 40, 80 and 60.
The second row is, 30, 70, 20, 50, 30.
The third row is 50, 20, 0, 40 and 60.
The fourth row is, 90,10, 70, 80 and 50.
And the fifth row is, 40, 60, 30, 90 and 20.
Underneath the gameboard is a players recording sheet. Heading row has Student 1 and Student 2, and the sub-heading row has columns which have the headings, ‘Rolled’, ‘Number sentence’ and ‘Covered’.]
So, there are some other number facts that you can use this game to get more confident
with.
So over to you mathematicians.
You might even come up with your own version of the game.
[End of transcript]
Instructions
- Players take turns to roll the dice or spin the spinner and multiply the number selected (for example 6) by the number rolled and work out the product, explaining their thinking to their partner.
- Their partner records their thinking and if they agree, the first player is able to place one of their counters on the number on the game board, claiming that place.
- If the number is taken, players miss a turn.
- A player wins by getting three counters in a row (in any orientation).
- Since players only have 3 counters, they will need to choose which counter to move once all 3 have been placed on the game board.
Resources
For different variations of the game:
Other ways to play
- Play with 4 counters to win.
- Play with a multiplication grid to check your partners answer, giving players an opportunity to have a second attempt if they answer incorrectly initially.
- Play multiple madness: twos, multiple madness: tens or make your own!